Articles
<![CDATA[Edukasi Literasi Fisik Di Kalangan Orang Tua Siswa ]]>
<![CDATA[Hadyansah, Diky]]>;
<![CDATA[Ahmad Kharisman, Vicki]]>;
<![CDATA[Gita Febria Friskawati]]>;
<![CDATA[Dedi Kurnia]]>;
<![CDATA[Heru Sulistyadinata]]>;
<![CDATA[Rama Adha Septiana]]>;
<![CDATA[Andy Supriyadi]]>;
<![CDATA[Ali Budiman]]>;
<![CDATA[Agus Santosa]]>;
<![CDATA[Nancy Trisari Schiff]]>;
<![CDATA[Aji Danur Wenda]]>;
<![CDATA[Shalsa Juwita]]>;
<![CDATA[Reyhan Dhika Hermawan]]>
<![CDATA[ aksararaga Vol. 5 No. 2 (2023): Jurnal Pengabdian Aksara Raga ]]>
Publisher : <![CDATA[STKIP Pasundan Press ]]>
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DOI: 10.37742/aksararaga.v5i2.88
<![CDATA[Kurangnya aktivitas fisik dikalangan remaja sudah menjadi fenomena global di seluruh belahan dunia. Berbagai factor yang mempengaruhi tingkat aktivitas fisik remaja, salah satunya literasi fisik yang dimiliki orang tua. Tujuan pengabdian ini diharapkan para orang tua memiliki pengetahuan tentang literasi fisik sebagai cara untuk mengoptimalkan aktivitas fisik remaja. Adapun metode pelaksanaan program PKM ini menggunakan metode ceramah, diskusi dan tanya jawab berupa edukasi dengan memberikan materi tentang literasi fisik serta urgensi aktivitas fisik bagi anak-anak kepada orang tua siswa Sekolah Menengah Pertama Negeri 70 Bandung sebanyak dua kelas. Hasil pengabdian ini menunjukan bahwa antusias orang tua mengenai materi literasi fisik cukup tinggi. Kesimpulan dalam pengabdian ini adalah perlu adanya kolaborasi antara sekolah, orang tua dan siswa untuk meningkatkan literasi fisik.]]>
<![CDATA[Sosialisasi Penerapan Aplikasi Physical Literacy (Fit-Lit) Berbasis Android dalam Pembelajaran Pendidikan Jasmani di Sekolah Dasar untuk Mewujudkan Pendidikan Berkualitas (SDG’s) ]]>
<![CDATA[Nur, Lutfi]]>;
<![CDATA[Hidayat, Teten]]>;
<![CDATA[Purwati, Purwati]]>;
<![CDATA[Kusdinar, Yopi]]>;
<![CDATA[Hamidi, Ahmad]]>;
<![CDATA[Guntara, Rangga Gelar]]>;
<![CDATA[Nugraha, Muhammad Rizki]]>;
<![CDATA[Friskawati, Gita Febria]]>;
<![CDATA[Ardha, Muchamad Arif Al]]>;
<![CDATA[Chaeroni, Ahmad]]>;
<![CDATA[Nilan, Fariha]]>;
<![CDATA[Malik, Arief Abdul]]>;
<![CDATA[Bakhri, Rafdlal Saeful]]>;
<![CDATA[Arhesa, Sandra]]>;
<![CDATA[Annamayra, Ajeng]]>
<![CDATA[ Jurnal Abdidas Vol. 6 No. 5 (2025): Oktober 2025 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/abdidas.v6i5.1228
<![CDATA[Sosialisasi penerapan aplikasi Physical Literacy (Fit-Lit) berbasis Android dilaksanakan sebagai upaya inovatif dalam mendukung implementasi pembelajaran Pendidikan Jasmani di Sekolah Dasar yang berorientasi pada peningkatan mutu pendidikan serta pencapaian Tujuan Pembangunan Berkelanjutan (SDG’s) khususnya poin ke-4, yaitu Quality Education. Aplikasi Fit-Lit dirancang untuk membantu guru dalam menilai dan memantau perkembangan literasi fisik peserta didik secara digital, interaktif, dan terukur. Melalui penerapan aplikasi ini, diharapkan guru dapat melaksanakan pembelajaran Penjas yang lebih adaptif terhadap teknologi, kontekstual, serta mampu menumbuhkan kesadaran siswa akan pentingnya aktivitas fisik dan gaya hidup sehat. Kegiatan sosialisasi ini bertujuan untuk memperkenalkan konsep literasi fisik berbasis teknologi dan memberikan pelatihan teknis kepada guru olahraga Sekolah Dasar agar mampu mengintegrasikan aplikasi Fit-Lit dalam proses pembelajaran. Metode pelaksanaan dilakukan melalui beberapa tahapan, yaitu sosialisasi/seminar dan praktek simulasi penggunaan aplikasi. Sasaran kegiatan ini meliputi guru olahraga SD. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap konsep literasi fisik serta kemampuan mereka dalam menggunakan aplikasi Fit-Lit sebagai alat bantu dalam pembelajaran Pendidikan Jasmani. Selain itu, kegiatan ini memperkuat kolaborasi antara UPI Kampus Tasikmalaya dengan IGORNAS Kota Tasikmalaya dalam pengembangan inovasi pembelajaran olahraga berbasis teknologi. Sosialisasi ini diharapkan menjadi langkah nyata dalam mewujudkan pendidikan jasmani yang berkualitas, inklusif, dan berkelanjutan sesuai semangat SDG’s.]]>
<![CDATA[PHYSICAL LITERACY LEVEL IN EARLY CHILDHOOD: USING THE PL-C QUEST INSTRUMENT ]]>
<![CDATA[Friskawati, Gita Febria]]>
<![CDATA[ JUARA : Jurnal Olahraga Vol 9 No 1 (2024): JUARA: Jurnal Olahraga ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kuningan ]]>
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DOI: 10.33222/juara.v9i1.3755
<![CDATA[The physical literacy level of early childhood must be known to determine appropriate intervention in the future. This research will reveal the level of physical literacy of young children using a survey method. A total of 105 children were involved in this research from various types of formal and non-formal early childhood education services. Sampling used convenience sampling to maintain the code of ethics for research in early childhood. The PL-C Quest instrument is used to measure the physical literacy level of early childhood. The data is processed descriptively, then categorization is made for the measurement results. The results reveal that the physical literacy level of boys is the highest compared to girls. The level of physical literacy in all domains for boys is in the medium category, while in the physical and psychological domains for girls is in the low category and the social and cognitive domains are in the medium category. These results can be used as a basis for creating intervention programs to increase physical literacy in early childhood education.]]>
<![CDATA[Self-confidence using technology, understanding of TPACK and teaching quality of physical education’s teacher candidate while online learning ]]>
<![CDATA[Friskawati, Gita Febria]]>
<![CDATA[ Jurnal SPORTIF : Jurnal Penelitian Pembelajaran Vol 7 No 2 (2021): Jurnal SPORTIF: Jurnal Penelitian Pembelajaran ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/js_unpgri.v7i2.15948
<![CDATA[This study aims to reveal the relationship between self-confidence, understanding of TPACK and the teaching quality of prospective physical education teachers when conducting online learning. The correlational research method was used in a population of 132 students practicing STKIP Pasundan who were following the PPL program. A total of 96 samples were involved in this study by means of convenience sampling. The instrument used to measure teaching confidence is a questionnaire with a Likert scale questionnaire (1-5 scale) which has been tested for validity and reliability with the results of r = 0.791. Meanwhile, to measure the quality of teaching, the Teaching Quality Scale (TQS) and TPACK Questioners. The results showed that the contribution of all independent variables (confidence and understanding of TPACK) to the dependent variable (quality of teaching physical education) simultaneously was 72.1%. Research shows that the psychological factor of self-confidence can determine the goals to be achieved (quality of teaching physical education) even though it is weak by being influenced by experience, knowledge and other skills, including understanding of TPACK. Therefore, further research is recommended to discuss forms of intervention for prospective physical education teachers to increase confidence in using technology when teaching online and increase understanding of TPACK in order to make students interested in learning when learning online so as to maintain teaching quality.]]>
<![CDATA[Gender dan kebugaran jasmani siswa: analisis perbedaan hasil Tes Kebugaran Siswa Indonesia (TKSI) fase D ]]>
<![CDATA[Rizal Ahmad Maulana]]>;
<![CDATA[Gita Febria Friskawati]]>;
<![CDATA[Vicki Ahmad Karisman]]>
<![CDATA[ Jurnal Olahraga Pendidikan Indonesia (JOPI) Vol. 4 No. 1 (2024): Jurnal Olahraga Pendidikan Indonesia (JOPI) ]]>
Publisher : <![CDATA[Kementerian Pemuda dan Olahraga Republik Indonesia ]]>
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DOI: 10.54284/jopi.v4i1.364
<![CDATA[Penelitian ini bertujuan untuk mengetahui tingkat kebugaran jasmani siswa SMP Plus Al-Musthafa berdasarkan gender. Metode yang digunakan yaitu deskriptif kuantitatif dengan pendekatan survei. Populasi pada penelitian ini berjumlah 54 orang. Teknik sampling yang digunakan adalah total sampling dengan sampel berjumlah 54 orang terdiri dari 27 siswa laki-laki dan 27 siswa perempuan. Instrumen yang digunakan yaitu Tes Kebugaran Siswa Indonesia (TKSI) fase D. Teknik analisis data menggunakan analisis deskriptif persentase. Hasil pada penelitian ini menyatakan bahwa tingkat kebugaran jasmani siswa laki-laki dikategorikan Kurang (14,81%), Sedang (55,56%), dan Baik (29,63%). Adapun tingkat kebugaran jasmani siswa perempuan dikategorikan Kurang Sekali (18,52%), Kurang (70,37%) dan Sedang (11,11%). Hasil menunjukan bahwa tingkat kebugaran jasmani siswa laki-laki lebih tinggi dibandingkan siswa perempuan. Diharapkan, proses pembelajaran pendidikan jasmani mampu untuk memfasilitasi ketercapaian kebugaran jasmani siswa yang diukur secara berkala melalui instrumen ini tanpa melihat perbedaan gender antara laki-laki dan perempuan. diharpakan penelitian selanjutnya dapat mengungkap lebih jauh variabel moderator pada aspek psikologi seperti motivasi atau persepsi positif dari para siswa terhadap aktivitas fisik yang mereka lakukan pada proses pembelajaran penjas ataupun di kehidupan sehari-hari siswa di lingkungannya.]]>
<![CDATA[Penguatan Literasi Fisik Siswa Melalui Evaluasi Program Pendidikan Jasmani Di SMP Kartika XIX – 1 Bandung ]]>
<![CDATA[Diky Hadyansah]]>;
<![CDATA[Gita Febria Friskawati]]>;
<![CDATA[Heru Sulistiadinata]]>;
<![CDATA[Andhika Sapta Ramdhani]]>
<![CDATA[ aksararaga Vol. 7 No. 2 (2025): Jurnal Pengabdian Aksara Raga ]]>
Publisher : <![CDATA[STKIP Pasundan Press ]]>
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DOI: 10.37742/aksararaga.v7i2.74
<![CDATA[Pengabdian kepada masyarakat ini bertujuan untuk menginformasikan hasil pelaksanaan serta mengevaluasi keterlaksanaan program aktivitas fisik berbasis Comprehensive School Physical Activity Program (CSPAP) dalam penguatan literasi fisik siswa di SMP Kartika. Kegiatan menggunakan metode evaluatif-deskriptif dengan menganalisis implementasi lima komponen CSPAP serta peningkatan literasi fisik siswa melalui perhitungan gain score sebelum dan sesudah program. Subjek kegiatan berjumlah 30 siswa. Data dikumpulkan melalui observasi selama program berlangsung dan penyebaran angket, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil menunjukkan adanya peningkatan rata-rata skor literasi fisik dari 90,1 (pre-test) menjadi 104,9 (post-test) dengan rata-rata gain score sebesar 14,8 poin. Sebanyak 73% siswa mengalami peningkatan skor, sementara 27% siswa mengalami penurunan. Peningkatan tertinggi mencapai 59 poin. Temuan ini menunjukkan bahwa implementasi program berkontribusi positif terhadap penguatan literasi fisik siswa. Analisis keterlaksanaan komponen CSPAP menunjukkan bahwa pendidikan jasmani berkualitas dan kegiatan ekstrakurikuler telah berjalan baik, sedangkan aktivitas fisik terintegrasi lintas mata pelajaran, keterlibatan staf sekolah, serta pelibatan keluarga masih perlu ditingkatkan. Secara keseluruhan, pendekatan evaluatif-deskriptif dalam implementasi CSPAP efektif memberikan gambaran objektif mengenai dampak program serta rekomendasi perbaikan berkelanjutan. Program ini berpotensi mendukung penguatan budaya hidup aktif di lingkungan sekolah melalui komitmen bersama seluruh pemangku kepentingan.]]>
<![CDATA[The Role of Physical Education in Building Students' Self-Confidence ]]>
<![CDATA[Zebua, Luky Sofiana]]>;
<![CDATA[Friskawati, Gita Febria]]>;
<![CDATA[Hadyansah, Diky]]>
<![CDATA[ Journal of Physical and Outdoor Education Vol. 8 No. 1 (2026): Journal of Physical and Outdoor Education ]]>
Publisher : <![CDATA[STKIP Paasundan Press ]]>
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DOI: 10.37742/jpoe.v8i1.427
<![CDATA[Previous research shows differences in contexts, teaching approaches and characteristics that influence research outcomes. Therefore, it is necessary to review the literature that identifies, analyzes and identifies findings from previous research. Physical education is expected to be a means of increasing physical activity, movement skills, health, and building confident character. This research uses the literature review method by analyzing various related articles. The results of the analysis show that students' self-confidence grows through; (1) a participatory and meaningful pedagogical approach; (2) a supportive learning environment; (3) students' movement competence, and (4) motivation to develop physically and psychologically. Interesting and relevant teacher behavior also influences the character building process. Pedagogical and social approaches can make students more confident, focused and comfortable in expressing themselves. Imitation of behavior requires physical abilities and motor skills, which if developed will increase students' confidence and active participation. In addition, learning motivation is an important factor in encouraging students to build confidence through physical education]]>
<![CDATA[Social Behavior of Children with Mental DIsable in Physical Education Learning ]]>
<![CDATA[Sari, Wulan]]>;
<![CDATA[Friskawati, Gita Febria]]>;
<![CDATA[Hadyansyah, Diky]]>
<![CDATA[ Journal of Physical and Outdoor Education Vol. 8 No. 1 (2026): Journal of Physical and Outdoor Education ]]>
Publisher : <![CDATA[STKIP Paasundan Press ]]>
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DOI: 10.37742/jpoe.v8i1.444
<![CDATA[This research on the social behavior of students with tunagrahita in physical education learning departs from the ignorance of the social behavior of children with special needs which is influenced by various factors. Therefore, the purpose of this research is to find out the social behavior shown by children with disabilities in physical education learning. The research method used is descriptive qualitative with a non-participatory observation approach. The population in this study were children with tunagrahita in SLB Hanjuang Jaya. The sample was selected purposively selected as many as four children with tunagrahita. The analysis technique used is reduce data, display data, verify, and interpret the meeting. The result showed that the most children with tunagrahita, especially those in the mild category, showed social behavior as a result of habituation. Whereas children with moderate category can show some social behavior when learning physical education.]]>
<![CDATA[Video analysis with youtube platform for Physical Education, Health, and Recreation students’s Higher Order Thinking Skills (HOTs) ]]>
<![CDATA[Friskawati, Gita Febria]]>;
<![CDATA[Supriadi, Dedi]]>
<![CDATA[ Journal Sport Area Vol 7 No 1 (2022): April ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/sportarea.2022.vol7(1).7737
<![CDATA[Learning using technology-based media has become the main thing in learning in the 4.0 era to support high-level life skills, one of which is thinking skills. The purpose of this study is to re-prove the use of video analysis, especially using the Youtube platform for students' Higher Order Thingking Skills (HOTs). The study used an experimental design with a factorial design in a population of 312 PJKR level IV students who were taking Sports Pedagogy lectures. The sample consisted of 79 people in the experimental group and 80 people in the control group who were taken using cluster random sampling technique. The research was conducted from April 2020 to July 2020 when online lectures were conducted during the Covid 19 Pandemic with 12 meetings. The results show that there are differences in student HOTs in the group that uses video analysis with the Youtube platform and those that do not. The difference in HOTs is also seen in gender groups. HOTs in students can be improved through video analysis on the Youtube platform with learning stages that contain the HOTs concept, namely Concept, Analitycal, Understanding Knowlede, and Create.]]>
<![CDATA[Differences of physical literacy perception of kindergarten teachers: Seen from demographic information ]]>
<![CDATA[Friskawati, Gita Febria]]>;
<![CDATA[Dwijantie, Jeane Siti]]>
<![CDATA[ Journal Sport Area Vol 7 No 3 (2022): December ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/sportarea.2022.vol7(3).10019
<![CDATA[Physical literacy must be instilled in early childhood education, and teachers have a crucial role in this. The aim of this study is to reveal early childhood education teachers' physical literacy perceptions in terms of demographic information. The survey research was conducted with a population of 74 teachers in West Java with convenience sampling. The Perceived Physical literacy Instrument (PPLI) was used as an instrument to measure it. This instrument was distributed through a Google form and filled out voluntarily by the participants. The analysis of the data used is descriptive analysis. The results of this study reveal that teachers with a younger age, teaching experience of 11–20 years, coming from bachelor's degree graduates, and teaching in urban areas have a high perception of physical literacy compared to the demographic status of other teachers. There is a need for special education and training programs for early childhood education teachers in designing learning scenes that are adapted to the concept of physical literacy and are able to harmonize it according to the level of growth and development of children, so that teachers can be formed from an early age. The unrepresentative sample in this study is a limitation that can be used as a recommendation for further research to reveal the perceptions of early childhood education teachers on physical literacy in Indonesia.]]>
